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Book
xii, 235 pages : illustrations ; 21 cm
  • 1. Into the Laboratory 2. Labs/Projects/Products 3. Laboratory Space and Digital Communities 4. Transformed Practices, or, Re-engaging in the Humanities 5. Further Reading - Print/Web.
  • (source: Nielsen Book Data)9780415748827 20171023
This book provides an accessible introduction to, and overview of, the digital humanities, one of the fastest growing areas of literary studies. Lane takes a unique approach by focusing on the technologies and the new environment in which the digital humanities largely takes place: the digital laboratory. The book provides a brief history of DH, explores and explains the methodologies of past and current DH projects, and offers resources such as detailed case studies and bibliographies. Further, the focus on the digital laboratory space reveals affiliations with the types of research that have traditionally taken place in the sciences, as well as convergences with other fast-growing research spaces, namely innovation labs, fabrication labs, maker spaces, digital media labs, and change labs. The volume highlights the profound transformation of literary studies that is underway, one in which the adoption of powerful technology - and concomitantly being situated within a laboratory environment - is leading to an important re-engagement in the arts and humanities, and a renewed understanding of literary studies in the digital age, as well as a return to large-scale financial investment in humanistic research. It will be useful to students and teachers, as well as administrators and managers in charge of research infrastructure and funding decisions who need an accessible overview of this technological transformation in the humanities. Combining useful detail and an overview of the field, the book will offers accessible entry into this rapidly growing field.
(source: Nielsen Book Data)9780415748827 20171023
SAL1&2 (on-campus shelving)
Book
xxviii, 127 pages : illustration ; 24 cm
  • Foreword Preface: Celebrating Intellectual Curiosity Introduction Chapter 1: The Importance and Context of All Scholarship and Research and a Microcosm of the Macrocosm Chapter 2: The Scholarship of Teaching Chapter 3: The Scholarship of Teaching-action research Chapter 4: Creative Art Chapter 5: Arts Based Research Chapter 6: The Scholarship of Service Chapter 7: Curriculum Development, Administration, Colleagueship Chapter 8: Scholarship of the Student Chapter 9: The Legacy and Ecology of Education Chapter 10: Establishing the Rationale and Grading Policies for Student Scholarship and Research Chapter 11: No Good Deed Goes Unpunished-- Virtue is its Own Reward: warnings and encouragement Conclusion Appendix-The New Carnegie Unit Bibliography About the Author.
  • (source: Nielsen Book Data)9781475835380 20170530
Celebrating Intellectual Curiosity: Kindergarten Through College Scholarship and Research broadens the perspective on academic pursuits. Curiosity needs to be cultivated at all school levels. All formats of scholarship and research contribute to increased human understanding. The criteria for evaluating different scholarly activity needs to be well matched with the respective format. Both Scientific and Artistic standards need to be considered for a deeper appreciation of intents and results. Grade school children would be well served by being schooled in the four traditional areas of university faculty evaluation: teaching-learning; scholarship; service; and colleagueship. The book uses vignettes and stories to establish the complexities and utility of varying forms of research. Criteria are identified that fit the respective approaches. The study looks at The Scholarship of Teaching; The Scholarship of Teaching as Action Research: Creative Artistry; Arts Based Research; The Scholarship of Service; Curriculum Development; The Scholarship of the Student. The complementary nature of the variety of scholarships reveals an underlying Ecology of Education that relies upon a great diversity in roles to maintain a healthy system.
(source: Nielsen Book Data)9781475835380 20170530
Education Library (Cubberley)
Book
xiii, 370 pages : illustrations ; 24 cm
  • Warum ein Lehrbuch für Digital Humanities?
  • Grundlagen
  • Geschichte der Digital Humanities
  • Texte und Informationstechnologie : der Gründungsmythos der Digital Humanities
  • Eine Community entsteht : die frühen Jahre
  • Die Welt wird einfacher : Programmpakete
  • Die Welt wird noch einfacher : der Personal Computer
  • Vernetzungen von Personen und Ressourcen
  • Das WWW als einheitliches Interface
  • Das Beste kommt erst noch
  • Digital Humanities als Wissenschaft
  • Die Digital Humanities : ein weites Feld
  • Die Digital Humanities : Werkzeug oder Methode?
  • Die Digital Humanities im Kontext der geisteswissenschaftlichen Disziplinen
  • Die Digital Humanities jenseits einzelner geisteswissenschaftlicher Disziplinen
  • Die Digital Humanities und die Informatik
  • 'Die Digital Humanities'
  • Theorien digitaler Medien
  • Digitalisierung als Medien-und Wissensgeschichte
  • Medienarchäologie und Software Studies
  • Digitalisierung und Gesellschaft
  • Digitale Methoden
  • Aufbau des Computers und Vernetzung
  • Aufbau eines Computers
  • Eingabeperipherie, Ausgabeperipherie, Speicherperipherie
  • Computertypen
  • Benutzerschnittstellen
  • Vernetzung
  • OSI-Modell
  • TCP-IP-Modell
  • Netztopologie
  • Internet Protokoll
  • E-Mail und Webserver
  • Zahlen und Zeichen
  • Analog, digital und das Bit
  • Binäre Zahlen und Dezimalzahlen
  • Zeichenkodierung
  • Offene Probleme
  • Grundbegriffe des Programmierens
  • Anweisungen
  • Datentypen
  • Datenstrukturen 1 : Listen
  • Ausdrücke, die Wahrheitswerte zurückgeben
  • Schleifen
  • Bedingte Verzweigungen
  • Datenstrukturen 2 : assoziatives Feld
  • Modularisierung
  • Algorithmisches Denken
  • Datenmodellierung
  • Grundlagen der Datenmodellierung
  • Grundbegriffe der Datenmodellierung
  • Stufen der Datenmodellierung
  • Datenmodellierung in der Praxis
  • Datenmodellierung in den Digital Humanities
  • Datenbanken
  • Datenverarbeitung und-Organisation
  • Erstellen eines Datenmodells : Relationale Datenbank
  • Datenbankabfragen
  • Andere Datenbankmodelle
  • XML
  • Anwendung und Grundbegriffe
  • Grundstrukturen
  • Konzepte und Datenmodell
  • Modelle und Schemata
  • XPath
  • XSLT
  • X-Technologien im Einsatz
  • Netzwerke
  • Grundlagen
  • Rechnen mit Graphen
  • Den kürzesten Weg finden
  • Angewandte Netzwerkanalyse
  • Fazit
  • Ontotogien
  • Begriff und Einordnung
  • Grundlegende Konzepte
  • Ein Beispiel
  • RDF
  • Speicherung, Retrieval und Datenintegration
  • Ontologien in den Digital Humanities
  • Digitale Objekte
  • Digitalisierung
  • Grundlagen digitaler Bilder
  • Bilddigitalisierung
  • Erschliessung der Digitalisate
  • Textdigitalisierung
  • Weitere Digitalisierungsverfahren
  • Digitales Publizieren
  • Eine Revolution
  • Neue Medien imitieren alte Medien
  • Eigenschaften der digitalen Publikation
  • Open Access
  • Neue Publikationsmodelle im Digitalen
  • Digitale Wissensproduktion
  • Was ist digitale Wissensproduktion?
  • Umgang mit Datenbanken
  • Crowdsourcing
  • Kollaboratives Schreiben : Wikipedia
  • Konsequenzen
  • Bibliothek, Archiv, Museum
  • Gedächtnisinstitutionen
  • Einheitliche Beschreibung von Objekten und Sammlungen
  • Wichtige Informationsportale
  • Gedächtnisinstitutionen als Forschungs- und Informationsinfrastrukturen für die Digital Humanities
  • Aufbau von Datensammlungen
  • Einleitung : Was sind Datensammlungen?
  • Erheben von Informationen über den gesamten Gegenstandsbereich
  • Sammeln, Zusammenführen und Säubern von Datensätzen
  • Erheben und Hinzufügen von Informationen über die Daten
  • Verfügbarmachen der Datensammlung
  • Fazit
  • Digitale Edition
  • Drei Beispiele zur Einführung
  • Worum geht es?
  • Definitorischer Rahmen
  • Paradigmen digitaler Editionen
  • Methoden und die Realisierung digitaler Editionen
  • Editionen als Projekte
  • Technologien und Standards
  • Fragestellungen
  • Digitale Methoden
  • Manuelle und automatische Annotation
  • Was sind Annotationen?
  • Formalisierung und Operationalisierung
  • Annotationstypen und -funktionen
  • Annotationsverfahren
  • Objekte
  • Information Retrieval
  • Messwerte für IR-Systeme
  • Indexierung
  • Suchstrategien
  • Weitere Retrieval-Systeme
  • Quantitative Analyse
  • Was ist quantitative Analyse
  • Statistische Grundlagen
  • Maschinelles Lernen
  • Neuere Entwicklungen
  • Geographische Informationssysteme
  • GIS Datenmodelle
  • Raumprojektionen in gängigen Koordinatensystemen im Vergleich
  • Unsicherheiten von Raum- und Zeitangaben in historischen Quellen
  • Datenintegration und Kartentypen
  • GIS-Aufbau und-Komponenten
  • GIS-Methoden
  • Kartenrepositorien via Web WMS (World Map Services)
  • Digitale Rekonstruktion und Simulation
  • Definitionen
  • Digitale Rekonstruktion
  • Digitale Simulation
  • Informationsvisualisierung
  • Informationsvisualisierung in historischer Perspektive
  • Definitionen und Funktionen
  • Informationsvisualisierung im Forschungsprozess
  • Referenzmodell und Datenmodellierung
  • Datentypen
  • Visuelle Strukturen
  • Kritische Informationsvisualisierung
  • Recht und Ethik
  • Recht
  • Digitale Objekte : mehr als nur ein Medienwandel
  • Digital Humanities und Open Access
  • Rechtsfragen digitaler Geistes- und Kulturwissenschaft : ein Forschungsgegenstand der Digital Humanities?
  • Ethik
  • Ethische Fragen in den Digital Humanities : eine Fallstudie
  • Moral, Ethik, Angewandte Ethik
  • Verantwortung als analytische Schlüsselkategorie
  • Anhang
  • Auswahlbibliographie
  • Allgemein
  • Fachspezifisch
  • Fachzeitschriften
  • Autorinnen und Autoren
  • Sach- und Personenregister.
SAL1&2 (on-campus shelving)
Book
ix, 189 pages ; 24 cm
  • Contents Acknowledgements 1. Introduction 2. Genealogies of the Digital Humanities 3. Computational Thinking 4. Knowledge Representation and Archives 5. Research Infrastructures 6. Digital Methods and Tools 7. Digital Scholarship and Interface Criticism 8. Towards a Critical Digital Humanities Notes References Index.
  • (source: Nielsen Book Data)9780745697666 20170703
As the twenty-first century unfolds, computers challenge the way in which we think about culture, society and what it is to be human: areas traditionally explored by the humanities. In a world of automation, Big Data, algorithms, Google searches, digital archives, real-time streams and social networks, our use of culture has been changing dramatically. The digital humanities give us powerful theories, methods and tools for exploring new ways of being in a digital age. Berry and Fagerjord provide a compelling guide, exploring the history, intellectual work, key arguments and ideas of this emerging discipline. They also offer an important critique, suggesting ways in which the humanities can be enriched through computing, but also how cultural critique can transform the digital humanities. Digital Humanities will be an essential book for students and researchers in this new field but also related areas, such as media and communications, digital media, sociology, informatics, and the humanities more broadly.
(source: Nielsen Book Data)9780745697666 20170703
Green Library
Book
vi, 172 pages ; 20 cm.
The Literary Agenda is a series of short polemical monographs about the importance of literature and of reading in the wider world and about the state of literary education inside schools and universities. The category of 'the literary' has always been contentious. What is clear, however, is how increasingly it is dismissed or is unrecognised as a way of thinking or an arena for thought. It is sceptically challenged from within, for example, by the sometimes rival claims of cultural history, contextualized explanation, or media studies. It is shaken from without by even greater pressures: by economic exigency and the severe social attitudes that can follow from it; by technological change that may leave the traditional forms of serious human communication looking merely antiquated. For just these reasons this is the right time for renewal, to start reinvigorated work into the meaning and value of literary reading. We think of the humanities as a cluster of specialized academic activities. So they are. But they also belong to the ordinary world, the world where students and faculty make connections and careers; where they eat and drink and fret; where they move through new buildings and old seminar rooms. In The Humanities and Everyday Life Michael Levenson places academic humanities within this field of daily life, where abstract thought stands alongside material need. The humanities also live outside the university in activities that have been overlooked or undervalued: in book clubs, in historical re-enactments, in visits to museums and libraries, in private collections, in contributions to Wikipedia, and in amateur genealogy. These activities belong to the humanities, quite as much as research published in specialty journals. The Humanities and Everyday Life addresses both the university and the world beyond, to see where they meet and fail to meet, and to argue that the walls between them should lower. At the centre of the book is an account of experts and expertise, a controversial topic that poses questions about professionals versus amateurs and what constitutes expertise. Drawing on the recent rejection of political elite expertise, as seen in the Brexit referendum and the American election campaign, as well as examples from science and medicine, the volume reveals the unsteady boundary between specialized knowledge and public curiosity. The Humanities and Everyday Life asks us to accept that the humanities are as enduring as religion, are indeed both rival and complement to religion; and to acknowledge that despite imperfections, they give an image of many-dimensioned life. The humanities are worth improving on their own terms, but also because, just often enough, they constitute an exemplary micro-society, one that will illuminate still more widely when academic thought meets the light of the everyday.
(source: Nielsen Book Data)9780198808299 20180115
SAL1&2 (on-campus shelving)

7. The ideas industry [2017]

Book
1 online resource (xi, 344 pages)
  • Introduction. The transmogrification
  • 1. Do ideas even matter?
  • 2. How pessimists, partisans, and plutocrats are changing the marketplace of ideas
  • 3. The standard indictment against the academy
  • 4. The disciplines : why economics thrives while political science survives
  • 5. This is not your father's think tank
  • 6. The booming private market for public ideas
  • 7. The promise and perils of intellectual brands
  • 8. Is the ideas industry working?
  • 9. Tweeting ideas : or, the requisite chapter on social media
  • Conclusion. The Dark Knight theory of the ideas industry.
The concept of the "public intellectual" has a rich and colorful history. It began in the early twentieth century, when the new mass media catapulted intellectuals who were able to write for the general public to semi-stardom. The first wave included figures like Walter Lippmann-who coined the term "stereotype" and is widely considered the founder of media studies-and by the 1950s, public intellectuals as a species had become a powerful and influential force in the American cultural landscape. By the 1970s, the standard definition of the public intellectual had solidified: a person (often university-affiliated, but not always) able to discuss and dispute any serious issue, typically in venues like The New York Review of Books, and occasionally influence politics. The traditional definition of the public intellectual remains with us, but as Daniel W. Drezner shows in The Ideas Industry, it has been gradually supplanted by a new model in recent years: the "thought leader." In contrast to public intellectuals, thought leaders gain fame as purveyors of a single big idea. Also, instead of battling it out with intellectual combatants in the pages of The Partisan Review, The Public Interest, and their descendants, they often work through institutions that are closed to the public and which release information selectively. Thought leaders and their associated ideas tend to become brands-hedgehogs to the public intellectual fox. They have also proven to be quite successful, as evidenced by TED, Aspen Ideas, the Clinton Global Initiative, and the like. Furthermore, they often align with one side of a politically polarized debate and enjoy the support of ideologically friendly private funders. Drezner identifies increasing inequality as a prime mover of this shift, contending that our present-day class of plutocrats not only wants to go back to school, it wants to force "schools"-in the form of intellectuals with elite affiliations-to come to them. And they have the money to make this happen. Drezner, however, does not see the phenomenon as necessarily negative. While there are certainly some downsides to the contemporary ideas industry, he argues that it is very good at broadcasting intellectual content widely and reaching large audiences of people hungry for new thinking. Both fair-minded and trenchant, The Ideas Industry will reshape our understanding of contemporary public intellectual life in America and the West.
(source: Nielsen Book Data)9780190264604 20171106

8. The ideas industry [2017]

Book
xi, 344 pages ; 25 cm
  • Introduction: The transmogrification
  • Do ideas even matter?
  • How pessimists, partisans, and plutocrats are changing the marketplace of ideas
  • The standard indictment against the academy
  • The disciplines : why economics thrives while political science survives
  • This is not your father's think tank
  • The booming private market for public ideas
  • The promise and perils of intellectual brands
  • Is the ideas industry working?
  • Tweeting ideas : or, the requisite chapter on social media
  • Conclusion: The Dark Knight theory of the ideas industry.
The concept of the "public intellectual" has a rich and colorful history. It began in the early twentieth century, when the new mass media catapulted intellectuals who were able to write for the general public to semi-stardom. The first wave included figures like Walter Lippmann-who coined the term "stereotype" and is widely considered the founder of media studies-and by the 1950s, public intellectuals as a species had become a powerful and influential force in the American cultural landscape. By the 1970s, the standard definition of the public intellectual had solidified: a person (often university-affiliated, but not always) able to discuss and dispute any serious issue, typically in venues like The New York Review of Books, and occasionally influence politics. The traditional definition of the public intellectual remains with us, but as Daniel W. Drezner shows in The Ideas Industry, it has been gradually supplanted by a new model in recent years: the "thought leader." In contrast to public intellectuals, thought leaders gain fame as purveyors of a single big idea. Also, instead of battling it out with intellectual combatants in the pages of The Partisan Review, The Public Interest, and their descendants, they often work through institutions that are closed to the public and which release information selectively. Thought leaders and their associated ideas tend to become brands-hedgehogs to the public intellectual fox. They have also proven to be quite successful, as evidenced by TED, Aspen Ideas, the Clinton Global Initiative, and the like. Furthermore, they often align with one side of a politically polarized debate and enjoy the support of ideologically friendly private funders. Drezner identifies increasing inequality as a prime mover of this shift, contending that our present-day class of plutocrats not only wants to go back to school, it wants to force "schools"-in the form of intellectuals with elite affiliations-to come to them. And they have the money to make this happen. Drezner, however, does not see the phenomenon as necessarily negative. While there are certainly some downsides to the contemporary ideas industry, he argues that it is very good at broadcasting intellectual content widely and reaching large audiences of people hungry for new thinking. Both fair-minded and trenchant, The Ideas Industry will reshape our understanding of contemporary public intellectual life in America and the West.
(source: Nielsen Book Data)9780190264604 20171211
Law Library (Crown)
Book
xiv, 368 pages ; 24 cm
  • The commonwealth of learning
  • Monastery and school
  • The medieval monastic paradox
  • Learning in the early middle ages
  • The patronage of medieval learning
  • The learned turn of the high middle ages
  • University and academy
  • The translation movements of Islamic learning
  • The medieval universities of Oxford and Paris
  • Humanist revival
  • Learned academies and societies
  • Early modern Oxford and Cambridge
  • Locke and property
  • A theory of property
  • An act for the encouragement of learning.
Law Library (Crown)
Book
xiv, 368 pages ; 24 cm
  • The commonwealth of learning
  • The medieval monastic paradox
  • Learning in the early middle ages
  • The patronage of medieval learning
  • The learned turn of the high middle ages
  • The translation movements of Islamic learning
  • The medieval universities of Oxford and Paris
  • Humanist revival
  • Learned academies and societies
  • Early modern Oxford and Cambridge
  • A theory of property
  • An act for the encouragement of learning.
SAL1&2 (on-campus shelving)
Book
xiv, 428 pages : illustrations ; 25 cm.
  • List of Contributors Introduction: The Piety of Learning â Michael Kemper and Ralf Elger Ê¿Ilm, Adab, Education 1 Ê¿Ilm and Adab Revisited: Knowledge Transmission and Character Formation in Islamic Africa â Rudiger Seesemann 2 From the Intellectual Powerhouse of Ilorin (Nigeria): Elegy in the Work of Adam Ê¿Abdallah al-Iluri (1917-1992) â Amidu Olalekan Sanni, assisted by Yunus Alade Salman 3 The Khadimis of Konya: The Rise of a Scholarly Family from the Ottoman Periphery â Yasar Sarikaya 4 Moral Education in Central Asia, 19th-21st Centuries: The Foundations for Sufi, Jadid, Soviet, National, and Islamist Ethics â Anke von Kugelgen Sufi Dynamics 5 The Small World of Ahmad al-Sawi (1761-1825), an Egyptian Khalwati Shaykh â Catherine Mayeur-Jaouen 6 Abu l-Huda al-Sayyadi and Hadith â Thomas Eich 7 Sayfallah-Qadi Bashlarov: Sufi Networks between the North Caucasus and the Volga-Urals â Shamil Shikhaliev and Michael Kemper 8 Against Leviathan: On the Ethics of Islamic Poetry in Soviet Russia â Alfrid K. Bustanov Unusual Encounters with Islam 9 Blessing and Curse in the "Promised Land": Jonas Korte's Travels in the Ottoman Empire, 1737-1739 â Ralf Elger 10 OEmer Pasha Latas and the Ottoman Reform Policy in Bosnia and Herzegovina (1850-1851) â Markus Koller 11 The Pilgrim's Tale as a Means of Self-Promotion: MuhÌ£ammad RashiÌ d RidÌ£aÌ 's Journey to the HÌ£ijaÌ z (1916) â Rainer Brunner 12 Scholarly Exchange and Trade: Muhammad Husayn Nasif and His Letters to Christiaan Snouck Hurgronje â Ulrike Freitag 13 Rescuing the Tatar Muslim Heritage in the Soviet Union: The Expedition Diaries of Mirkasym A. Usmanov â Diliara M. Usmanova 14 Islamic Theological Studies in Germany: A Discipline in the Making â Bekim Agai and Armina Omerika 15 Stefan Reichmuth's Wanderings in Arabicized and Islamized Yorubaland â Razaq `Deremi Abubakre Bibliography of Printed Works Index of Names Index of Places.
  • (source: Nielsen Book Data)9789004349827 20171030
The Piety of Learning testifies to the strong links between religious and secular scholarship in Islam, and reaffirms the role of philology for understanding Muslim societies both past and present. Senior scholars discuss Islamic teaching philosophies since the 18th century in Nigeria, Egypt, the Ottoman Empire, Central Asia, Russia, and Germany. Particular attention is paid to the power of Islamic poetry and to networks and practices of the Tijaniyya, Rifa`iyya, Khalwatiyya, Naqshbandiyya, and Shadhiliyya Sufi brotherhoods. The final section highlights some unusual European encounters with Islam, and features a German Pietist who traveled through the Ottoman Empire, a Habsburg officer who converted to Islam in Bosnia, a Dutch colonial Islamologist who befriended a Salafi from Jeddah, and a Soviet historian who preserved Islamic manuscripts. Contributors are: Razaq `Deremi Abubakre; Bekim Agai; Rainer Brunner; Alfrid K. Bustanov; Thomas Eich; Ralf Elger; Ulrike Freitag; Michael Kemper; Markus Koller; Anke von Kugelgen; Catherine Mayeur-Jaouen; Armina Omerika; Amidu Olalekan Sanni; Yasar Sarikaya; Rudiger Seesemann; Shamil Sh. Shikhaliev; Diliara M. Usmanova.
(source: Nielsen Book Data)9789004349827 20171030
SAL1&2 (on-campus shelving)
Book
xv, 182 pages : illustrations ; 22 cm.
  • Introduction.- 1. What is MAPP?.- 2. Who We Are.- 3. Reflections on Collaboration.- 4. Building a Critical Digital Archive.- 5. Digital Humanities in the Classroom.- 6. Public Scholarship.- Coda.- Appendix A.- Appendix B.- Bibliography.- Index.
  • (source: Nielsen Book Data)9783319472102 20170814
This book addresses the gap between print and digital scholarly approaches by combining both praxis and theory in a case study of a new international collaborative digital project, the Modernist Archives Publishing Project (MAPP). MAPP is an international collaborative digital project, funded by the Social Sciences and Humanities Research Council of Canada, that uses digital tools to showcase archival traces of twentieth-century publishing. The twenty-first century has witnessed, and is living through, some of the most dynamic changes ever experienced in the publishing industry, arguably altering our very understanding of what it means to read a book. This book brings to both general readers and scholarly researchers a new way of accessing, and thereby assessing, the historical meanings of change within the twentieth-century publication industry by building a resource which organises, interacts with, and uses historical information about book culture to narrate the continuities and discontinuities in reading and publishing over the last century.
(source: Nielsen Book Data)9783319472102 20170814
Green Library
Book
viii, 220 pages ; 24 cm
  • Introduction i. Who is this book for? ii. What are the digital humanities? iii. Key concepts iv. How to use this book v. The Web Companion vi. Developing your own digital pedagogy vii. Conclusion 1, Overcoming Resistance i. Conquering the fear of failure ii. Your own resistance iii. Your colleagues' resistance iv. Your students' resistance v. The best cure is prevention: establishing good habits vi. Conclusion vii. Further reading 2. Finding, Evaluating and Creating Digital Resources i. Why use digital texts (and other assets)? ii. Finding and evaluating digital resources iii. Creating digital resources for your students iv. Creating digital resources with your students v. A short guide to citation and copyright vi. Conclusion vii. Further reading 3. Ensuring Accessibility i. Universal Design ii. Facilitating lectures iii. Promoting universal interactivity iv. Providing accessible resources v. Privacy, safety, and account management vi. Adapting policies for individual students and student bodies vii. Conclusion viii. Further reading 4. Designing Syllabi i. Course websites ii. A note on domains and web hosting iii. Online syllabi iv. Other digital resources for course websites v. Should you teach an introduction to DH course? vi. An alternative approach: Choosing your amount of DH vii. Anatomy of a syllabus I: Course information and learning objectives viii. Anatomy of a syllabus II: Course policies ix. Conclusion x. Further reading 5. Designing Classroom Activities i. Activities as exploration ii. Activity design: Balancing integration and flexibility iii. Ten-minute exercises iv. Half-hour exercises v. Whole-class exercises vi. Weeklong exercises vii. Writing effective prompts viii. Conclusion ix. Further reading 6. Managing Classroom Activities i. Working with existing or free resources ii. Many ways to secure equipment iii. Troubleshooting iv. In case of total failure v. Conclusion vi. Further reading 7. Creating Digital Assignments i. General principles for creating digital assignments ii. Common types of digital assignments iii. Writing effective assignment sheets iv. Conclusion v. Further reading 8. Evaluating Student Work i. The importance of explicit assessment criteria ii. Anatomy of a rubric iii. Competencies: A language for indicating success iv. Involving students in evaluation processes v. Thinking beyond the rubric vi. Coping with failure during assessment periods vii. Conclusion viii. Further reading 9. Teaching Graduate Students i. The role of technology in twenty-first-century graduate education ii. Graduate students versus undergraduate students iii. Incorporating DH into graduate course work iv. External opportunities v. Professionalization and the job market vi. A note on alt-ac careers vii. Conclusion viii. Further reading 10. Finding Internal Support Communities i. A note on the variety of support systems ii. Faculty and staff in humanities, social sciences and STEM iii. Libraries and special collections iv. IT services v. Financial and material resources vi. The ethics of collaboration vii. Conclusion viii. Further reading 11. Finding External Support Communities i. Social media ii. Twitter for the uninitiated iii. Academic organizations iv. Events: Conferences, unconferences, workshops, and institutes v. Academic publications vi. External grant funding vii. Conclusion viii. Further reading 12. Connecting to Your Research i. Counting more than once ii. Incorporating digital methods in your research iii. Producing research on digital pedagogy iv. Broadening the scope of your research v. Collaborating with students vi. Conclusion vii. Further reading Conclusion Index.
  • (source: Nielsen Book Data)9781350029750 20171227
Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this book is the first practical guide to using digital tools and resources in the humanities classroom. Using Digital Humanities in the Classroom covers such topics as: * Overcoming resistance to technology - your own, your colleagues' and your students' * Finding, evaluating and using digital resources * Designing syllabi and planning classroom activities and assignments * Solving problems when technology goes wrong * Using digital tools for collaborative projects, course work and theses * Enhancing your teaching by finding support communities and connecting to your research Taking a step-by-step approach to incorporating digital humanities tools into your teaching, the book is also supported by a companion website, including tutorials, sample classroom activity prompts and assignments, and a bibliographic essay for each book chapter.
(source: Nielsen Book Data)9781350029750 20171227
SAL1&2 (on-campus shelving)
Book
175 pages : illustrations (some color) ; 22 cm.
  • Anschriften der Autoren
  • Vorwort
  • Laudatio zur Ernennung von Herrn Professor Klaus Schilde zum Ehrenmitglied der Humboldt-Gesellschaft / Peter Nenniger
  • Vorstellung der TU Bergakademie Freiberg / Klaus-Dieter Barbknecht
  • Können Kinder forschen? Notwendigkeit, Einschränkungen und Möglichkeiten der Mint- Förderung / Gert Helms
  • "Über eine wirklich nachhaltige Umweltverträglichkeit" / Erhard Meyer-Galow
  • Beschreiben und Verändern : Umweltgedanken bei Alexander von Humboldt / Ulrich Stottmeister
  • Wärmeentzug aus der Umwelt : technische Realisierung / Ulrich Gross
  • Die "Terra Mineralia" in Freiberg : eine Einführung / Joachim Ulbricht
  • Alexander von Humboldt : Vater der Um Weltbewegung? / Ursula Klein
  • Erziehen zum interkulturellen Verstehen : Sprangers Beitrag als Humboldtforscher, Volks- und Völkerkundler / Wolfgang Henrichs
  • Spieglein, Spieglein an der Wand ... oder : die Begegnung mit dem eigenen Ich / Inge Brose-Müller
  • "Es war einmal ein Prinz ..." : Gut Rödgen, eine fast märchenhafte Geschichte / Udo von der Burg.
SAL1&2 (on-campus shelving)
Book
xx, 279 pages ; 23 cm.
  • Introducing the digital humanities
  • Digital humanities as a field
  • Three premises of big digital humanities
  • Humanities infrastructure
  • Making big digital humanities
  • Epilogue : Making December events.
Big Digital Humanities has its origins in a series of seminal articles Patrik Svensson published in the Digital Humanities Quarterly between 2009 and 2012. As these articles were coming out, enthusiasm around Digital Humanities was acquiring a great deal of momentum and significant disagreement about what did or didn't "count" as Digital Humanities work. Svensson's articles provided a widely sought after omnibus of Digital Humanities history, practice, and theory. They were informative and knowledgeable and tended to foreground reportage and explanation rather than utopianism or territorial contentiousness. In revising his original work for book publication, Svensson has responded to both subsequent feedback and new developments. Svensson's own unique perspective and special stake in the Digital Humanities conversation come from his role as Director of the HUMlab at Umea University. HUMlab is a unique collaborative space and Digital Humanities center, which officially opened its doors in 2000. According to its own official description, the HUMlab is an open, creative studio environment where "students, researchers, artists, entrepreneurs and international guests come together to engage in dialogue, experiment with technology, take on challenges and move scholarship forward." It is this last element "moving scholarship forward" that Svensson argues is the real opportunity in what he terms the "big digital humanities, " or digital humanities as practiced in collaborative spaces like the HUMlab, and he is uniquely positioned to take an account of this evolving dimension of Digital Humanities practice.
(source: Nielsen Book Data)9780472053063 20161024
SAL1&2 (on-campus shelving)
Book
xi, 145 pages ; 24 cm
  • Preface Introduction The Humanities at Risk Disconnections: Theory, Society, Politics The Limits of Anti-Foundationalism and Anti-Humanism The End of Democracy? Pedagogical and Interdisciplinary Perspectives After the Postmodern/Post-human? The Case for the Humanities Chapter 1: The Humanities in the City Polity and Pedagogy: Beyond Relativity Public School, Music, and Citizenship Seneca and the Necessity of Virtue Studia Humanitatis and Realpolitik Cultivating Alterity The Postmodern and Utilitarian Challenge Beyond Borders: Bettering Humanity Chapter 2: Humanizing Economics The Market and Liberal Education Uncovering the Rhetoric of Economics Historicism, Narrative, Empathy Questioning Homo Economicus Globalization with a Human Face Chapter 3: Searching for STEM's Telos The Limits of Science Da Vinci's Hostinato Rigore Deciphering Einstein's Interdisciplinary Mind Toward a Poetics of the Universe Jonas' Ethics of Responsibility A Liberal Arts' Pedagogy for Technology? The Challenges of Transhumanism/Posthumanism Chapter 4: Transcendent Humanities Transmitting Heritage Bibliotherapy and Healing Humanities Remembering Auschwitz Rwanda and Multidirectional Memories Toward Empathy and Meaning Women Transcending Margins Contrapuntal Readings Bibliography About the Author.
  • (source: Nielsen Book Data)9781475825022 20170130
Countering the perception that the humanities are unessential, this volume contends that their well-being has not only academic but also cultural, political, and existential ramifications. Our technologically-driven world possesses the means of its own destruction, while economic and financial policies undermine the very existence of our democracy. At the same time, the postmodern and post-human age fundamentally challenges our ability and legitimacy to conceive future ideals. It is within this context that the humanities provide essential paths through which the teaching and knowledge of other academic fields such as STEM and economics must be re-envisioned. In short, the humanities must be brought back to the center of academic life. The political and pedagogical implications of this interdisciplinary study thus entail a renewed critique to rethink the relation between higher education, society, and the world at large (politically, economically, scientifically, and technologically) and the importance of the humanities within it. At the heart of this reconsideration, the humanities' and humanity's fate and future become one.
(source: Nielsen Book Data)9781475825022 20170130
Education Library (Cubberley)
Book
xi, 285 pages : illustrations ; 24 cm.
  • Once Neglected, Now Emerging and Absolutely Necessary: On the History of Digital Humanities or An Introduction.- Why Oral History?.- `Individuation is There in all the Different Strata:' an Oral History Conversation between John Burrows, Hugh Craig and Willard McCarty.- `It was a Time When the University was Still Taking Account of the Meaning of universitas scientiarum': an Oral History Conversation between Wilhelm Ott and Julianne Nyhan.- `hic Rhodus, hic salta': An Oral History Interview Between Tito Orlandi and Julianne Nyhan.- `They Took a Chance': An Oral History Conversation between Susan Hockey and Julianne Nyhan.- `And Here We go Back Again to the Influence of Algorithmic Thinking': An Oral History conversation between Judy Malloy and Julianne Nyhan.- `I Would Think of Myself as Sitting Inside the Computer, Moving Things Around in Order to Accomplish the Goal of my Programming': An Oral History Conversation Between Mary Dee Harris and Julianne Nyhan.- `I Was Absolutely Convinced That There Had to be a Better Way': An Oral History Conversation Between John Nitti and Julianne Nyhan.- `It's a Little Mind-Boggling Actually': An Oral History Conversation between Helen Aguera and Julianne Nyhan.- `I Heard About the Arrival of the Computer': An Oral History Conversation Between Hans Rutimann and Julianne Nyhan.- `Langezeit habe ich der Universitaet nachgetrauert': An Oral History Conversation between Michael Sperberg-McQueen and Julianne Nyhan.-`It's Probably the Only Modestly Widely used System with a Command Language in Latin': An Oral History Conversation Between Manfred Thaller and Julianne Nyhan.- `I was Keen on Getting Computers into Humanists' Thinking': An Oral History Conversation Between John Bradley and Julianne Nyhan.- `Moderate Expectations, Tolerable Disappointments': An Oral History Conversation between Claus Huitfeldt and Julianne Nyhan.- `So, Into the Chopper it Went': An Oral History Conversation between Gabriel Egan and Julianne Nyhan.- Revolutionaries and Underdogs.- By Way of a Conclusion.
  • (source: Nielsen Book Data)9783319201696 20171211
This book addresses the application of computing to cultural heritage and the discipline of Digital Humanities that formed around it. Digital Humanities research is transforming how the Human record can be transmitted, shaped, understood, questioned and imagined and it has been ongoing for more than 70 years. However, we have no comprehensive histories of its research trajectory or its disciplinary development. The authors make a first contribution towards remedying this by uncovering, documenting, and analysing a number of the social, intellectual and creative processes that helped to shape this research from the 1950s until the present day.By taking an oral history approach, this book explores questions like, among others, researchers' earliest memories of encountering computers and the factors that subsequently prompted them to use the computer in Humanities research.Computation and the Humanities will be an essential read for cultural and computing historians, digital humanists and those interested in developments like the digitisation of cultural heritage and artefacts. This book is open access under a CC BY-NC 2.5 license.
(source: Nielsen Book Data)9783319201696 20171211
Green Library
Book
613 pages : illustrations ; 23 cm.
  • Übersichtsverzeichnis
  • DDR-Gesellschaftswissenschaften 1990 bis 2015 : Tektonik und Substanz eines postmortalen Literaturmassivs : Peer Pasternack
  • Wissenschaft und Politik in der DDR im Verglich zur Bundesrepublik
  • Die Entwicklungen im Zeitverlauf
  • Die 50er Jahre
  • Die 60er Jahre
  • 70er und 80er Jahre
  • Ost und West : vergleichende Betrachtung
  • Die DDR-Gesellschaftswissenschaften als politisch-epistemisches Ereignis
  • Politik und gesellschaftswjssenschaftscher Alltag
  • Führungsrolle der Partei vs. Zonen der Teilautonomie
  • Einverständnis und Konflikte
  • Der Alltag von Forschung und Lehre
  • Die Textproduktion
  • Textarten, Jargon, Decodierung
  • Der Artikel "Gesellschaftswissenschaften" im Philosophischen Wörterbuch
  • Arbeitssoziologie an der Universität HalleWittenberg
  • Textabsicherung durch Zitieren politischer Autoritäten
  • Zum Ende hin : Klartext
  • Zeitschriften : Dokumente der Binnendifferenzierung
  • Zentralorgane
  • Periphere Organe und Spezialzeltschriften
  • Ersatzorgane
  • Interne Zeitschriften und Quasi-Zeitschriften
  • Nischenblätter und historische Unangreifbarkeiten
  • Resümee
  • Die Kontexte des Nachlebens : Ab-und Umbauten seit 1990
  • Strukturen
  • Hochschulen
  • Ausseruniversitäre Forschung
  • Personal
  • Strukturbedingter Personalabbau
  • Fachliche und Integritätsüberprüfungen
  • Neubesetzungsgeschehen
  • Inhalte
  • Wissenschaftsratsempfehlungen und ihre Umsetzung
  • Leistungsbilanz
  • Wissenschaft und Gesellschaft : Sozialwissenschaft und ostdeutsche Gesellschaft
  • Kulturen
  • Kollisionen : Ost-West
  • Der Umbau : Kritik und Selbstkritik
  • Reaktivierungsbedürftiges Wissen?
  • Netzwerktätige : die Zweite Wissenschaftskultur
  • Zeitgeschichtliche Aufklärungen seit 1990
  • Vergangenheitspolitik und Geschichtspolitik
  • Forschung und Erinnerung
  • Gedächtnisse und individuelle Erinnerungen
  • Institutionelle Gedächtnispflege
  • Themen und Personen : AuffälIige Publikationsintensitäten
  • Vergleichende Untersuchungen
  • Einzeldlszipljnen
  • Die grossen Fächer
  • Die kleinen Fächer
  • Die Leitdisziplin : das Nachleben der DDR-Philosophie
  • Gesamtdarstellungen
  • Personenzentrierte Darstellungen
  • Themen, Debatten und Forschungsfelder
  • Wortmeldungen zur Neugestaltung der ostdeutschen Philosophielandschaft nach 1989
  • Auswertung
  • Fazit : Weltanschauung als Beruf
  • Charakteristika des Literaturgebirges
  • Das Gesellschaftswissenschafts Verständnis in der DDR
  • Die Folgen bis 1989
  • De Folgen nach 1989
  • Einordnungen : staatliche Wissenschaft
  • Literaturverzeichnis zu Teil A
  • Annotierte Bibliografie : Peer Pastemock, Daniel Hechler
  • Zur bibliografischen Dokumentation : Kriterien und Kompromisse
  • Gesellschaftswissenschaften allgemein : Fächerübergreifendes
  • Themen, Forschungsfelder, Institutionen
  • Marx-Engels-Gesamtausgaben : MEW und MEGA2
  • Kybernetik
  • Zeitschriften
  • Institutionen
  • Militärwissenschaft, Hochschulausbildungen der bewaffneten Organe
  • Weiteres
  • Personen : (Werk-)Biografische Texte
  • Entwicklungen seit 1990
  • Philosophie und Wissenschaftsforschung
  • Themen und Forschungsfelder
  • Gesamtbilanzierungen
  • Wissenschaftstheorie, Wissenschaftsforschung
  • Wissenschaftlicher Atheismus, Christlich-marxistischer Dialog
  • Die Nietzsche-Debatte
  • Rechtsphilosophie
  • Personen : (Werk-)Biografische Texte
  • Ernst Bloch und sein Umfeld
  • Wolfgang Harich
  • Robert Havemann
  • Wolfgang Heise
  • Georg Klaus
  • Georg Lukács
  • Peter Ruben
  • Helmut Seidel
  • Weitere personenbezogene Texte
  • Nichtmarxistische Philosophen in der DDR
  • Weiteres
  • Geschichtswissenschaften
  • Forschungsfelder
  • Alte Geschichte, Klassische Archäologie
  • Mittelaltergeschichte
  • Frühe Neuzeit
  • Neuere und Neueste Geschichte
  • Geschichte der Arbeterbewegung DDR-Geschichte
  • Rechtsgeschichte
  • Geschichte der Medizin, Naturwissenschaften und Technik
  • Archive, Archivwissenschaft, Archivare als Historiker, innen
  • Geschichtsdidaktik, Museologie
  • Personen : (Werk-)Biografische Texte
  • Jürgen Kuczynski
  • Walter Markov und die Leipziger Universalgeschichtsforschung
  • Wolfgang Ruge
  • Weiteres
  • Kunstgeschichte und Musikwissenschaft
  • Themen und Forschungsfelder
  • Kernbereiche
  • Kunst- und Musikpädagogik
  • Personen : (Werk-)Biografische Texte
  • Regionalwissenschaften, Ethnologie, Volkskunde
  • Themen, Forschungsfelder, Institutionen
  • Osteuropaforschung
  • Afrika- und Entwicklungsländerforschung
  • Orient- und Asienforschung
  • Ethonologie, Volkskunde
  • Weiteres
  • Personen : (Werk-)Biografische Texte
  • Wolfgang steinitz
  • Weitere
  • Sprach- und Literaturwissenschaften
  • Forschungsfelder
  • Die Enzeldisziplinen Übergreifendes
  • Germanistik
  • Goethe-Forschung incl. Nationale Forschungs- und Gedenkstätten Weimar mit Goethe-Schiller-Archiv bzw. Stiftung Weimarer Klassik
  • Romanistik
  • Anglistik, Amerikanistik
  • Slawistik
  • Didaktik des Sprach- und Literaturunterrichts
  • Personen : (Werk-)Biografjsche Texte
  • Victor Klemperer
  • Werner Krauss
  • Hans Mayer
  • Werner Mittenzwei und das Zentralinstitut für Uteraturgeschichte
  • Ralf Schröder
  • Weiteres
  • Kulturwissenschaften, Kommunikations- und Bibliothekswissenschaften
  • Themen, Forschungsfelder, Institutionen
  • Personen : (Werk-)Biografische Texte
  • Entwicklungen seit 1990
  • Pädagogik, Bildungsforschung Lehrerbildung
  • Themen, Forschungsfelder, Institutionen
  • Gesamtbilanzierungen
  • Akademie der Pädagogischen Wissenschaften, Bibliothek für Bildungsgeschichtliche Forschung
  • Pädagogische Universitätseinrichtungen
  • Lehrerbildung und Schulforschung
  • Fachdidaktiken und schulfächerbezogene Pädagogik
  • Sonder-, Förder- und Rehabilitationspädagogik
  • Hochschulpädagogik und Hochschulforschung, Erwachsenen- und Berufspädagogik
  • Weiteres
  • Personen : (Werk-)Biografische Texte
  • Peter Petersen
  • Weitere
  • Entwicklungen seit 1990
  • Sportwissenschaft
  • Deutsche Hochschule für Körperkultur Leipzig (DHfK)
  • Weiteres
  • Soziologe und Politikanalyse
  • Themen, Forschungsfelder, Institutionen
  • Bilanzierungen
  • Datensicherungen
  • Forschungsfelder
  • Institutionen
  • Das Projekt "Moderner Sozialismus"
  • Personen : (Werk-)Biografische Texte
  • Rudolf Bahro
  • Weitere
  • Entwicklungen seit 1990
  • Frauen- und Geschlechterforschung
  • Entwicklungen bis 1989
  • Entwicklungen seit 1990
  • Psychologie
  • Themen und Forschungsfelder
  • Bilanzierungen
  • Psychoanalyse und Psychotherapie
  • Psychologie-Missbrauch
  • Personen : (Werk-)Biografische Texte
  • Weiteres
  • Wirtschaftswissenschaften
  • Themen und Forschungsfelder
  • Institutionen
  • Personen : (Werk-)Biografische Texte
  • Fritz Behrens
  • Weitere
  • Entwicklungen seit 1990
  • Rechtswissenschaft
  • Themen und Institutionen
  • Juristenausbildung
  • Babelsberger Konferenz
  • Weitere Themen
  • Institutionen
  • Personen : (Werk-)Biografische Texte
  • Entwicklungen seit 1990
  • Architekturausbildung und -theorie, Stadt- und Raumplanungsforschung, gesellschaftswissenschaftliche Umweltforschung, Sozialgeografie
  • Themen und Forschungsfelder
  • Institutionen
  • Bauakademie und Wissenschaftliche Sammlungen des IRS Erkner
  • Weitere ausseruniversitäre Einrichtungen
  • Hochschule für Architektur und Bauwesen Weimar
  • Weitere Hochschuleinrichtungen
  • Personen : (Werk-)Biografjsche Texte
  • Bruno Flierl
  • Weitere
  • Personenregister
  • Autoren.
SAL3 (off-campus storage)
Book
xv, 579 pages : illustrations ; 26 cm.
Green Library, SAL1&2 (on-campus shelving)
Book
304 pages ; 23 cm.
SAL3 (off-campus storage)